How to Develop a Research Question in Nursing

Scientific inquiry in nursing begins with a precise, answerable question. Whether for a BSN research paper, an MSN evidence-based practice (EBP) project, or a DNP capstone, the quality of your results depends entirely on the clarity of your initial question. Vague inquiries lead to broad, irrelevant literature search results and “research waste.” A structured question is the key to unlocking high-level evidence. This guide details the methodology for crafting robust research questions using the PICOT framework and refining them with the FINER criteria.

The Strategic Value of Research Questions

In Evidence-Based Practice (EBP), the research question dictates the search strategy, inclusion criteria, and study design. It transforms a general area of interest into a searchable, solvable problem.

According to the National Institutes of Health (NIH), a well-built clinical question (Foreground Question) directly facilitates the retrieval of precise evidence. Poorly formulated questions result in “fishing expeditions”—aimless searches that yield low-quality or irrelevant data.

Background vs. Foreground Questions

Distinguishing between knowledge gaps is the first step.

• Background Questions: Ask for general, foundational knowledge about a disease, condition, or process. They typically ask who, what, where, when, or why. These are answered by textbooks or guidelines.
  Example: “What is the pathophysiology of sepsis?” or “What are the side effects of Lisinopril?”
• Foreground Questions: Ask for specific knowledge to inform a clinical decision or action regarding a specific patient population. These require the PICOT format and are answered by current research evidence.
  Example: “In septic patients (P), does early goal-directed therapy (I) reduce mortality (O) compared to standard care (C)?”

The PICOT Framework

PICOT is the industry standard for structuring EBP questions to ensure all components of a clinical query are addressed.

• P – Population/Patient: Who is the group? Be specific about age, gender, disease stage, and setting.
  Example: “Adults over 65 with Type 2 Diabetes in a long-term care setting.”
• I – Intervention/Issue: What is the main action? This could be a treatment, a diagnostic test, an exposure, or a prognostic factor.
  Example: “Implementation of a Telehealth monitoring program.”
• C – Comparison: What is the alternative? This is the standard of care, a placebo, or no intervention.
  Example: “Standard monthly clinic visits.”
• O – Outcome: What is the desired result? Outcomes must be measurable (e.g., rates, scores, costs). Distinguish between primary outcomes (e.g., mortality) and secondary outcomes (e.g., patient satisfaction).
  Example: “Reduced HbA1c levels and hospital readmission rates.”
• T – Time: (Optional) What is the timeframe for the intervention to achieve the outcome?
  Example: “Over a 6-month period.”

Types of Research Questions

The structure of the question depends on the clinical domain being investigated.

1. Intervention/Therapy

Tests the effectiveness of a treatment or procedure.
Template: In [P], how does [I] compared to [C] affect [O] within [T]?
Example: “In post-op abdominal surgery patients (P), does gum chewing (I) compared to standard care (C) reduce the time to first flatus (O)?”

2. Etiology/Harm

Investigates the cause or risk of a condition.
Template: Are [P] who have [I] at increased risk for [O] compared to [P] with/without [C]?
Example: “Are non-smoking women (P) exposed to second-hand smoke (I) at increased risk for lung cancer (O) compared to those not exposed (C)?”

3. Diagnosis

Evaluates the accuracy of a diagnostic test.
Template: In [P], is [I] more accurate than [C] in diagnosing [O]?

4. Prognosis/Prediction

Predicts the likely course of a disease.
Template: In [P], does [I] influence [O]?
Example: “In patients with a history of MI (P), does daily aspirin use (I) influence the rate of recurrent cardiac events (O)?”

5. Meaning (Qualitative)

Explores patient experience or culture. Often lacks a Comparison.
Template: How do [P] with [I] perceive [O]?
Example: “How do mothers of premature infants (P) perceive skin-to-skin contact (I) regarding bonding (O)?”

Refining Your Question: The FINER Criteria

A good research question must be more than just interesting; it must be executable. Use the FINER criteria to evaluate your draft.

• F – Feasible: Do you have the resources, time, and subjects to complete the study?
• I – Interesting: Does it intrigue the researcher and the scientific community?
• N – Novel: Does it add new information or confirm/refute previous findings?
• E – Ethical: Can the study be conducted without harming participants? (IRB approval).
• R – Relevant: Does it matter to nursing practice, policy, or future research?

Common Pitfalls

Lack of Comparison: Asking “Does X work?” is weak. “Does X work better than Y?” is strong.
Vague Outcomes: “Improve health” is not measurable. Use specific metrics like “Readmission rates,” “Pain scores,” or “Cost per patient.”
Wrong Methodology: Trying to answer an ethical question (e.g., “Should we euthanize?”) with quantitative research. Research answers empirical questions, not moral ones.

FAQs on Research Questions

Conclusion

A well-crafted research question is the anchor of any scholarly project. By mastering the PICOT format and applying the FINER criteria, nurses ensure their inquiry is focused, relevant, and capable of driving evidence-based change in clinical practice.